6 non negotiables for successful differentiated ... · •earl (2003) believes differentiation is...
TRANSCRIPT
6 Non Negotiables for Successful
Differentiated Instruction (DI)
Classrooms
Christopher Maddox, M.Ed., ABD
April 29, 2014
Goals of this webinar:
• The basics of differentiation – what it is and what it is not.
• How understanding your students in a comfortable learning environment makes you a better teacher.
• Why proactive, not reactive, curriculum works! • What is learned helplessness? • How to make assessment count for everyone. • Who should help you succeed? • List the initial steps for developing a DI classroom.
Dr. Carol Tomlinson (2013) discusses differentiation as:
“[A] Classroom practice that looks eyeball to eyeball with the reality that kids differ and the most effective teachers do whatever it takes to hook the whole range of kids on learning.”
A theoretical exploration of DI is:
A strategy, method, or instructional model that stresses the teaching of concepts rather than facts; it is grounded in Piaget’s (1978) theory of constructivism that provides an adaptive nature of knowledge and how individuals learn. . .
A theoretical exploration of DI is:
. . .and also has roots in Vygotsky’s (1998) Zone of Proximal Development by understanding the role an educator plays within a classroom to provide students with challenging experiences within their grasp and understanding thereby advancing individual learning.
Christopher Maddox (2014) discusses a differentiated classroom as:
“A learning environment where a
teacher’s proactive endeavors,
qqqq along with a fluid mindset, create
and guide the general principles of
student achievement.”
Six Non-Negotiables - Consider the Cog
-Engaged Students
-Comfortable Environment
-Proactive Curriculum
-High Expectations
-Varied Assessment
-Shared Responsibilities
Common Core Standards & DI
Common Core Standards & Differentiated Instruction are a pathway to providing a very broad range of students with an equity of access to high quality learning opportunities.
What is differentiated instruction?
Therefore, DI requires educators to think and plan instruction for the varied needs of different students in the same classroom setting. DI is not an extra step, it is the next step of our lesson plans.
“There is no end to the amount of information we can learn.”
DI: What It Is and What It Is Not
• Therefore differentiated instruction is developing multiple components of lesson plans that serve all students in a supportive environment.
• Differentiation is not limited to grouping – it is so much more than that!
1. Know and understand their students. 2. Create a comfortable learning environment. 3. Be proactive, not reactive, with curriculum. 4. Expect the unexpected (without rewards). 5. Disguise assessment and provide it
throughout the day –every day. 6. Share responsibilities with the community.
6 Non Negotiables for Successful Differentiated Instruction (DI) Classrooms
Know and Understand Your Students
• Maintain heterogeneous classes and group (focus on the entire student population rather than subgroups within a population.)
• Build a family or community.
- - Listen to students.
- - Respond with compassionate senses.
- - Work as a cohesive team.
• Fairness and equality: For teachers and students.
• Teach from the heart.
Know and Understand Your Students
Ideas to build a community: • Surveys
• Vibe Cards
• Fan Mail
• Songs
• Poems
• Home Videos
• What’s Your Number?”
Example: Connect with Your Students
Name: ___________________ Date: _________ What is the best thing about your day? _________________________________________________________ _________________________________________________________
By My Brother’s Side After reading the story, By My Brother’s Side, by Tiki and Ronde Barber, review the statements and rate using “10” as completely agree, “5” as sometimes agree, and “0” as never agree. 1. ________ “Like Tiki, I sometimes get bored and have to find creative things to do at home.” 2. ________ “Like Ronde, other people depend on me to do the right thing.” SHARE: Some of my favorite hobbies are: ________________________________________ __________________________________________________________________________ __________________________________________________________________________
CMaddox,Ph.D.®
Growth
1. Achievement comes from work. Most students can do most things with effort.
2. Effort forecasts student success.
3. The way students work in a class helps the teacher make connections with effort and success.
4. Assessment looks different.
5. “I believe in you and will support you to be successful.”
Fixed
1. Achievement comes from being smart.
2. Parents, siblings, & environments forecast student success.
3. The way students work in a class help the teacher decide who can and cannot succeed.
4. The teacher uses the bell curve for grading.
5. “I believe there is an innate relationship to intelligence and success. I teach what I believe you can learn.”
Fixed vs. Growth Mindset
Create a Comfortable Environment
Even Albert Einstein needed support to become an Einstein.
Create a Comfortable Environment
• It is not about how good you are, it is about how good you want to be!
• If teachers see their students as winners - -then students see themselves as winners!
• A mindset of believing and doing – a balance of successes.
Create a Comfortable Environment
The foundation of differentiated instruction may be viewed as, “The way we work in this class will help you see the link between your effort and your success.”
How do teacher mindsets effect who,
where, what, and how we teach?
ACTION REQUESTED NOW: Using the question box, send in your response to the following - -
Proactive not Reactive Curriculum
Knowledge worth learning
Curriculum must define:
Proactive not Reactive Curriculum
Effort Success
Differentiated Instruction keeps the scales balanced for ALL students
Proactive not Reactive Curriculum
DI Curriculum - -
Plans engagement
Provides opportunity for Pre-tests
Proposes effective KUDs*
Promotes Teaching UP
Prepares students for Post-tests
Proactive not Reactive Curriculum
KNOW
• Facts
• Names
• Dates
• Places
• Vocabulary
• Definitions
• How to . . .
UNDERSTAND
• Concepts
• Principles
• Generalizations
• Big Ideas
DO (ccs)
• Process
• Use
• Produce
• Analyze
• Solve
• Write
• Evaluate
• Contribute
Proactive not Reactive Curriculum
Teach skills by Naming Skills.
Student will know _______(Know)_________.
Student will be able to ____(Understand)____.
Student will understand that ___(Do)_______.
Proactive not Reactive Curriculum
Examples of proactive technology websites that help you improve
assessment, curriculum, instruction, and classroom management:
Animoto
Get Started: http://animoto.com/create
Wordle
Get Started: http://www.wordle.net/
VoiceThread
Get Started: http://voicethread.com/
Proactive not Reactive Curriculum
Examples of proactive technology websites that help you improve
assessment, curriculum, instruction, and classroom management:
Knovio: Get Started: www.knovio.com
Jing
Get Started: www.screencast.com
Movie Maker (Embedded in all Microsoft platforms)
Get Started: http://www.youtube.com/watch?v=sLTnsWV2tjE
Voki
Get Started: www.voki.com
Proactive not Reactive Curriculum
Examples of proactive technology websites that help you improve
assessment, curriculum, instruction, and classroom management:
Teacher accounts: Edmodo Teacher Facebook Instagram Technochronic Teacher Twitter Vine
Expect the Unexpected (Without Rewards)
• Dr. Carol Dweck, et al. (1978) explores a theory
that some children adopt a view of helplessness once experiencing failure in the situation that was out of their control and there was nothing they could do about it.
• Research suggests that focusing students' attention on the goal of learning rather than
on showing how well they can perform has beneficial effects in combating helplessness.
Learned Helplessness
Expect the Unexpected (Without Rewards)
• When teachers provide rewards, they focus students’ attention on performance rather than learning.
• Earl (2003) believes Differentiation is making sure the right students get the right learning tasks at the right time.
• Once you have a sense of what each student holds as given or known, and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.
Expect the Unexpected (Without Rewards)
• Kohn (1997) discusses rewards as a way of manipulating behavior
that destroy the potential for real learning. Instead, he advocates
providing an engaging curriculum and a caring atmosphere, “So
kids can act on their natural desire to find out.“
• Rewards are ways of manipulating behavior. They are a form of
doing things to students. And to that extent, research says it's
counterproductive to say to students, "Do this or here is what I’m
going to do,” also applies to saying "Do this and you'll get that”
(Kohn, 1995).
Expect the Unexpected (Without Rewards)
Instead of using rewards, teachers should do the
following:
• Devote yourself to teaching rather than test-prep.
• Provide curriculum that is for all students. Remember
students’ interests and encourage risk-taking.
• Maintain a Growth mindset for all.
• Teach UP with tasks that:
- - Simple to understand with definable goals
- - Genuine
- - Requires analysis or synthesis
- - Requires reflection or evaluation
- - “Meets or exceeds expectations”
- - Support scaffolding
Disguise Assessment
Meaningful homework serves the curriculum and connects the school with home:12
Disguise Assessment
• Assessment does not always have to be a paper-pencil task. • Remember to implement pre-tests to find out what students already
know before a unit begins. Students who successfully complete pre-test material should not be
forced to review the content again. Pre-test information also helps guide your curriculum development.
• Students should demonstrate learning through products; do not confuse learning with a test.
• Assessment should occur throughout the school day.
Disguise Assessment
• Sticky Notes • Entrance Pass / Exit Ticket • “Telling Me Something
New” • Writing Prompt • Graphic Organizers • Text answer to survey • KWL Chart
• KUDs • Centers • Mentors • Learning Contracts • RAFT • polleverywhere.com • Whip Around or Pass • Vote with Your Feet • SWAT Team • Clipboard Cruising • Inside – Outside Circles • Graffiti Wall • Post-N-Pass • Gallery Walk • Take a Stand • 3 Sentence Summary • Plus | Delta • Teacher Conferencing • Window Notes
Share Responsibilities
Ron Clark (2013) states, “[The] big thing we try to do is focus on partnerships . . .and relationships within the community. Push yourself to be different!” What is your, “Amazing Shake?”
http://www.ronclarkacademy.com/
Steps to create a DI classroom:
1. Figure out a way to get-to-know your students. 2. Make your classroom a safe place for everyone to learn; start with your mindset! 3. Proactive lesson plans that also accommodate the following:
a) Plans engagement b) Pre-tests before a unit c) Proposes effective KUDs d) Promotes TEACHING UP
Simple to understand with definable goals
- - Genuine
- - Requires analysis or synthesis
- - Requires reflection or evaluation
- - “Meets or exceeds expectations”
- - Support scaffolding
e) Post-assessments are varied 4. Acknowledge learned Helplessness exists in students; focus on teaching! 5. Vary assessment - - DI requires creativity in how you assess your students. 6. No man (or woman) is an island – ask for help from the community.
Optional Pre-Webinar Activity
I hope you are excited about this webinar; to prepare your mindset, think about the following questions. I am excited to speak with you on Tuesday, April 29, 2014 @ 8 pm EDT. - - Christopher Maddox
1. “How well do I know my students?”
2. “How do I describe my classroom to others?”
3. “The best things for fast-finishers in my classroom are . . .”
4. “Academically, I believe my students are . . .”
5. Quizzes and tests are the best way for me to assess my students’ progress, right?”
6. “I would describe my teaching philosophy as . . .”
6 Non-Negotiables DI Worksheet DI Essential “Ideas that will help me create a DI classroom.”
1.
Know and understand
students
2.
Create a comfortable
environment
3.
Proactive not reactive
curriculum
6 Non-Negotiables DI Worksheet
DI Essential “Ideas that will help me create a DI classroom.”
4.
Expect the unexpected
(without rewards)
5.
Disguise assessment
6.
Share responsibilities
References Clark, R. (2013, July). The Ron Clark story. Presentation at the 2013 National Conference on Differentiated Instruction conference conducted at the Venetian & Palazzo Hotel and Casinos by Staff Development for Educators, SDE, in Las Vegas, NV. Dweck, C., Davidson, W., Nelson, S., & Bradley, E. (1978). Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An Experimental Analysis. Developmental Psychology 14(3), 268–276. Earl, L. (2003) Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press. Jensen, E. (2005). Teaching with the brain in mind. (2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development. Kohn, A. (1997). Why Incentive Plans Cannot Work. Retrieved from: In Question:http://cup.blackboard.com/bbcswebdav/courses/2014 1010619/resources/week4/kohn_why_incentives_don%27t_wor k.pdf.
References
Piaget, J. (1978). Success and understanding. Cambridge, MA: Harvard University Press. Tomlinson, C. (2013, March). Differentiating instruction using common core standards. PowerPoint presented at the Best Practices Institute spring workshop conducted at the Institutes on Academic Diversity, Curry School of Education, University of Virginia, Charlottesville, VA. Vygotsky, L. S. (1998). The collected works of L. S. Vygotsky (Vol. 5): Child Psychology. New York, NY: Plenum Press.